Cultural citizenship is a recently developed concept in discussions on multicultural society, the media society, consumerism, and political theory. It addresses the various ways in which citizenship is becoming mixed up with culture, either through globalisation processes (involving new cultural identities, immigrations, culture industries) or by increasingly life-style oriented types of action. In the face of these challenges, the good old notion of citizenship seems in need of some assistance. This book takes a fresh look at cultural citizenship by exploring it from political-philosophical angles. It seeks to develop explicitly normative perspectives on the present debates around culture. What do the novel national and global constellations mean with respect to inclusion and exclusion, participation and marginalisation, political rights and ‘mere’ cultural practices? Moreover, this volume’s authors aim to develop notions of cultural citizenship beyond the liberal political paradigm that associates it with ‘cultural rights’, ‘cultural capital’ or the ‘consumer-citizen’. They engage the concept to re-think politics in both its meanings of citizenship practices and governance practices vis-à-vis citizens. The authors address a range of pertinent issues, exploring historical as well as present-day understandings, and theoretical as well as policy applications of the notion of cultural citizenship. This book was originally published as a special issue of Citizenship Studies.

Master's Thesis from the year 2014 in the subject Cultural Studies - Miscellaneous, grade: ~1,2, University of Groningen (Faculty of Philosophy), language: English, abstract: Cultural citizenship is a new term to highlight that participating in society is not just a legal or political issue but has a cultural dimension as well. For example, citizens need stories, performances and role models to express who they are. In this Research Master Thesis, political philosopher Frederik Boven brings together authors from philosophy, sociology, anthropology, cultural studies and cultural policy. The authors include Paul Ricoeur, Will Kymlicka, Jeffrey Alexander, and Renato Rosaldo. Combining methods from transdisciplinary studies and cognitive linguistis, an agenda for is developed for a wide-ranging debate on cultural citizenship. This Research Master Thesis focuses on the Netherlands, where the relationship between culture and citizenship has become particularly contested in the beginning of the 21th century. Immigrants, especially Muslims, have seen their citizenship called in question. Dutch artists have faced severe budget cuts. As everywhere, gays and women struggle for respect and visibility in the public domain. Three recommendation are made to deal with these issues: (1) make culture equally accessible to all citizens; (2) protect the richness and viability of culture; (3) balance unity and diversity.

`Culture' and `citizenship' are two of the most hotly contested concepts in the social sciences. What are the relationships between them? This book explores the issues of inclusion and exclusion, the market and policy, rights and responsibilities, and the definitions of citizens and non-citizens. Substantive topics investigated in the various chapters include: cultural democracy; intersubjectivity and the unconscious; globalization and the nation state; European citizenship; and the discourses on cultural policy.

What does it mean to be a "citizen" today, in an age of unbridled consumerism, terrorism, militarism, and multinationalism? In this passionate and dazzling book, Toby Miller dares to answer this question with the depth of thought it deserves. Fast-moving and far-ranging, Cultural Citizenship blends fact, theory, observation, and speculation in a way that continually startles and engages the reader. Although he is unabashedly liberal in his politics, Miller is anything but narrow minded. He looks at media coverage of September 11th and the Iraq invasion as well as "infotainment"—such as Food and Weather channels—to see how U.S. TV is serving its citizens as part of "the global commodity chain." Repeatedly revealing the crushing grip of the invisible hand of television, Miller shows us what we have given up in our drive to acquire and to "belong." For far too long, "cultural citizenship" has been a concept invoked without content. With the publication of this book, it has at last been given flesh and substance.

"Nick Stevenson skilfully draws upon a welter of leading thinkers from the liberal, socialist, critical-theory and multiculturalist canons in developing his argument that leading ideas about education are umbilically tied to notions of the good society. The pluralistic and undogmatic manner in which he sifts these accounts, and his insistence upon the centrality of democratic citizenship, make this a timely and important contribution to current debates about the nature and purpose of schools." - Michael Kenny, University of Sheffield "In Education and Cultural Citizenship Nick Stevenson presents a powerful argument concerning how education can and should promote democracy, accompanied by critiques of how all-too-often education fails to do so. Full of strong ideas, arguments, engagement with key thinkers, Stevenson′s book should be of great interest to all concerned with the nexus of democracy and education." - Douglas Kellner, UCLA This dynamic book systematically brings together the major developments in the social and political theory of education. It offers a global introduction to the major debates within the field and provides a sustained argument for a democratic and normative view of education. Nick Stevenson provides a comprehensive view of the major disputes within social, cultural and political approaches to education. Drawing upon varied critical traditions, the book helpfully connects these diverse threads of debate whilst exploring the work of key theorists. Areas explored include: democratic notions of education cosmopolitanism multiculturalism pragmaticism critical pedagogy democratic socialism liberalism politics of fear. Clearly written and passionately argued, this book will be essential reading for all those interested in exploring education′s changing place in society.

This book has been written for people who make decisions and bring about change, at all sorts of levels, and in a wide range of disciplines. Researchers and managers have a duty to collaborate with clinicians, to understand and make the most of each others' skills. This necessitates a new paradigm of health service research which is part of a change management culture and change promotion.

This wide-ranging volume explores the impact of globalization upon citizenship, with a special focus on the transnational challenges that globalization poses. While there is much debate over the concept, globalization implies at least two distinct phenomena. First, it suggests that political, economic and social activities are becoming increasingly inter-regional or intercontinental in scope. Secondly, it suggests that there has been an intensification of levels of interaction and interconnectedness between states and societies. Citizenship, as one of the foundational concepts of the modern liberal democratic states, provides the normative framework within which globalization debates may be understood and evaluated. It also examines how different concepts, theories and practices of citizenship are evolving in response to globalization. Central questions explored in this text are: • How does globalization challenge traditional conceptions of citizenship in specific respects? • How is globalization creating new citizenships or new civil society spaces? • How is transnational citizenship developing and what problems are associated with it in specific areas? Discussing the theoretical and practical prospects for new forms of liberal, republican and cosmopolitan citizenship, Globalisation and Citizenship will appeal to students and scholars in the fields of international relations, globalization, sociology and political science.

This is the third edition of an up-to-date, multi-disciplinary glossary of the concepts you are most likely to encounter in the study of communication, culture and media, with new entries and coverage of recent developments.

Citizenship is a central concept in political philosophy, bridging theory and practice and marking out those who belong and who share a common civic status. The injustices suffered by immigrants, disabled people, the economically inactive and others have been extensively catalogued, but their disadvantages have generally been conceptualised in social and/or economic terms, less commonly in terms of their status as members of the polity and hardly ever together, as a group. This volume seeks to investigate the partial citizenship which these groups share and in doing so to reflect upon civic marginalisation as a distinct kind of normative wrong. For example, it is not often considered that children, though their lack of civic and political rights are marginal citizens and thus have something in common with other marginalised groups. Each of the book’s chapters explores some theoretical or practical aspect of marginal citizenship, and the volume as a whole engages with pressing debates in law and political theory, such as the limits of democratic inclusion, the character of social justice, the integration of migrants, and the enfranchisement of prisoners and children. This book was published as a special issue of the Critical Review of Social and Political Philosophy.

Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved. This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.